How Effectively Have People Responded to The Legacies of

Historical Globalization

Rwanda 1994

Figure 8-1

Widows of Genocide

What legacies of historical globalization might have been factors in the civilwar in Rwanda?Is it the responsibility of the global community to help Rwandans rebuild their lives?

Key Terms

• Genocide• Gacaca courts• Apartheid• Enemy aliens• Non-governmental organizations• Gross national income

Legacies of Historical Globalization

• Current world issue or crisis that are rooted in a legacy• Colonialism, Eurocentrism

– Terrorist attacks, civil wars, peacemaking missions, famines and nuclear threats.

• What social responsibility should a global citizen assume?

Read p. 188

How do you, as a young Albertan, share in the legacies of historical globalization?How can you respond to those legacies?

Figure 8-3

Who are the people in the photograph and what are they doing?

Where are they going and where are they coming from?

How are they traveling and why are they traveling this way?

Map: Figure 8-4

The Rwandan Genocide was the 1994 mass killing of hundreds of thousands of ethnic Tutsis and moderate Hutu sympathizers in Rwanda and was the largest atrocity during the Rwandan Civil War. This genocide was mostly carried out by two extremist Hutu militia groups, during about 100 days from April 6 through mid-July, 1994. At least 500,000 Tutsis and thousands of moderate Hutus died in the genocide. Some estimates put the death toll between 800,000 and 1,000,000

Genocide is the deliberate and systematic destruction of an ethnic, religious or national group. The legal definition is found in the 1948 United Nations Convention on the Prevention and Punishment of the Crime of Genocide "any of the following acts committed with intent to destroy, in whole or in part, a national, ethnical, racial or religious group, as such: killing members of the group; causing serious bodily or mental harm to members of the group.

Rwanda—A Response to Historical Globalization

• Read pages 189-193• Reproducible 2.8.1 or Questions sheet• Genocide in Rwanda: Causes and Effects

https://www.youtube.com/watch?v=IxEVcfOKzsY&list=PLFHY2g3BZpW_-4AjXKNahCV7q1mhdlGqz

Rwanda refugees 1994

Refugees fled to neighboring countries. How might this influx of refugees havestrained the resources of these countries?

Lieutenant-General Roméo Alain Dallaire, a retired general. Dallaire is widely known for having served as Force Commander of UNAMIR, the ill-fated United Nations peacekeeping force for Rwanda between 1993 and 1994, and for trying to stop a war of genocide that was being waged by Hutu extremists against Tutsis and Hutu moderates.

Romeo Dallaire

Points of View• Reread each statement on page 191. What common

theme unites them? In two or three sentences, rewrite each statement to bring the common theme into sharper focus.

• What would be the most effective way of passing on the story of this tragedy to the next generation?

Romeo Dallaire

http://www.youtube.com/watch?v=CaHAXnOGj9k shake hands with the devil.

The International Criminal Tribunal for Rwanda was established for the prosecution of persons responsible for genocide and other serious violations of international humanitarian law committed in the territory of Rwanda between 1 January 1994 and 31 December 1994. It may also deal with the prosecution of Rwandan citizens responsible for genocide and other such violations of international law committed in the territory of neighbouring States during the same period.

Assessing Responses to the Genocide in Rwanda ( reproducible 2.8.2 )

Reflect and Respond ( page 193 )

• Create a timeline of the key events of the Genocide in Rwanda.

• At each point on your timeline, add a point-form note explaining why you chose to include the event.

UN peace-keeping forces enter Rwanda.

In July of 1990 President Juvenal Habyarimana agrees to share power with the Tutsis

Focus on Skills: Expressing and Defending an Informed Position ( page 194 )

Reproducible 2.8.3• Step 1: Review the Position

Shaking hands with the Devil.

How Effectively have Governments Responded to the Legacies of Historical Globalization

• Read page 196• Consider the fact that First Peoples are trying to

persuade Canadian governments to honor their rights. Canada is represented at the UN, but the First Peoples are not. What conflicts might arise when first Peoples living in Canada try to gain an independent hearing at the UN ?

• Reproducible 2.8.4• Goals of the government and Indigenous

Peoples

South Africa and Apartheid

How would you feel if you saw a similar sign in Canada ?

"Separateness," (Afrikaans, Dutch); policy implemented by National Party government (1948-94) to maintain separate development of government-demarcated racial groups; also referred to as "separate development," and later "multinational development"; abolished by Constitution of the Republic of South Africa of 1993

Apartheid

What conclusions can you draw about the effects of apartheid on various groups?

Figure 8-13

Nelson Mandela

• was the first President of South Africa to be elected in a fully representative democratic election,. Before his presidency, Mandela was an anti-apartheid activist.The South African courts convicted him on charges of sabotage, as well as other crimes committed while he lead the movement against apartheid. In accordance with his conviction, Mandela served 27 years in prison.

• Both in South Africa and internationally, Mandela's opposition to apartheid made him a symbol of freedom and equality for many. Following his release from prison Mandela, supporting reconciliation and negotiation, helped lead the transition towards multi-racial democracy in South Africa.

Nelson Mandelaarticle and questions

http://www.youtube.com/watch?v=fPofm50MHW8

On June 16, 1976, students in Soweto township outside Johannesburg decided to hold a protest against a government policy mandating that all classes be taught in Afrikaans, the language of South African whites.What started as a student demonstration exploded across South Africa, helping to change the course of the nation's history by galvanizing the struggle to dismantle apartheid.

Student protest in Soweto

Page 197.

http://www.youtube.com/watch?v=e5jJSjpztmA poor white rich black

Sun CityComplete “Apartheid in South Africa” worksheet• Artists United Against Apartheid was a protest group founded by

activist performer Steven Van Zandt in 1985• The purpose of the group was to protest the existence of Apartheid

in South Africa• Sun City is a luxury South Africa casino – located in the heart of one

of the most repressed regions of Apartheid South Africa• Sun City is a compilation album featuring artists who banded

together to protest Apartheid by refusing to tour with their bands to Sun City

• “Sun City” became an anthem of the anti-apartheid movement and its campaign for sanctions

• End of Apartheid http://www.youtube.com/watch?v=oPdntequ7LY 2010• Banned from the Olympics

http://news.bbc.co.uk/onthisday/hi/dates/stories/august/18/newsid_3547000/3547872.stm

The Internment of Germans, Ukrainian Canadians and Japanese Canadians

• Why did the government of Canada intern these people?

• Is it fair to lock up a whole group of people because you suspect some members of the group may sympathize with the enemy?

• Have recent governments done enough to reconcile the wrongs that were done?

The Ukrainian Canadian internment was part of the confinement of "enemy aliens" in Canada during and for 2 years after the end of World War I, lasting from 1914 to 1920. About 5,000 Ukrainian men of Austro-Hungarian citizenship were kept in twenty-four internment camps and related work sites, also known, at the time, as concentration camps. Another 80,000 were registered as "enemy aliens" and obliged to regularly report to the police. Those interned had whatever little wealth they owned confiscated.

Figure 8-15

Why do you think there were so many internment camps in Western Canada?

Following the December 7, 1941 attack on Pearl Harbor, members of the non-Japanese population of British Columbia, including municipal government offices, local newspapers and businesses called for the internment of the Japanese. In British Columbia, there were fears that some Japanese who worked in the fishing industry were charting the coastline for the Japanese navy, acting as spies on Canada's military. Military and Royal Canadian Mounted Police (RCMP) authorities felt the public's fears were unwarranted, but the public opinion quickly pushed the government to act.[Canadian Pacific Railway fired all the Japanese workers, and most other Canadian companies did the same. Japanese fish boats were first confined to port, and eventually, the Canadian navy seized 1,200 of these vessels

Internment of Japanese Canadians

Japanese Internment in Canada

• 7 Dec 1941, Japanese attack at Pearl Harbour• 1942: Japanese Canadians within 160km of BC coast rounded up• Brought to internment camps• Lost homes, businesses, property, valuables (whichwere auctioned off to cover cost of their internment)

Where are these two picture's take?

Figure 8-16 Japanese Canadians

How were attitudes towards people of Japanese descent a legacy of historicalglobalization?

Conditions for the interned Japanese Canadians?

Interment Camps

Taber Beet farm

Slocan Valley B.C.

Roma concentration camp

Indian Act 1876

• “ To assimilate Indigenous peoples into mainstream society.”

• Critics argue that the act:• Ensures the First Nations peoples do not receive

equal treatment• Limits First Nations rights to self-government• Assumes the federal government officials are

the best judges of the needs of First nations peoples.

Indian Act

• Read pages 200-201• Answer the following questions:

– How should the Indian Act be changed?– What is wrong with the current act?– What should a new act’s goal be?– What should be done to reach the goals?

Non-governmental Organization, a non-for-profit agency not affiliated with any government or private sector entity, devoted to managing resources and implementing projects with the goal of addressing social problems. May receive some public funding.

NGO

Complete reading and questions

Figure 8-21pg. 206

How does historical globalization continue to affect the world?

Global Income Inequality• What is the map’s title?• What do the colours mean?• What areas of the world have high incomes?• Where in the world do people have low

incomes?• What patterns are apparent in the map?

Foreign aid, international aid or development assistance is when one country helps another country through some form of donation. Usually this refers to helping out a country that has a special need caused by poverty, underdevelopment, natural disasters, armed conflicts, etc.

Foreign Aid

Figure 8-22

What is the cartoonists message?What is the story behind the cartoon?What issue does the cartoon deal with?What clue does the cartoonist give about his point of view?